Examining EFL instructors’ and students’ perceptions and acceptance toward M-learning in higher education

Abstract

Due to the rapid development of mobile technologies, the perceptions and acceptance relating to mobile learning have been changing over the last few decades. The concepts surrounding these two factors seem to be undetermined and incomprehensible for many EFL teachers and learners. The purpose of this study was to investigate the perceived perceptions and perceived acceptance on mobile learning (M-learning) held by university EFL instructors and students. Two sets of questionnaires were developed, piloted and refined, and then were administered to 52 instructors and 319 students from various universities throughout Taiwan. Statistical analysis of the data included descriptive data, t test, and a one-way ANOVA. The results indicated that both the instructors and students had high levels of perception and acceptance toward M-learning for EFL. A positive relationship between perception and acceptance was perceived with the level of perception positively associated with the acceptance of M-learning. Analysis of the results indicated significant differences in terms of participants’ background characteristics. Most notably, the younger the instructor, the higher the level of perception and acceptance of M-learning. Finally, several pedagogical implications were made toward M-learning and it is the responsibility of the EFL educators to integrate M-learning into their classrooms and made M-learning available for their students.